Factors influencing teachers’ decision making on reasoning-and-proving in Hong Kong

International audienceA project is ongoing to develop an intervention that promotes the teaching and learning of reasoning-and-proving in teacher education in Hong Kong. Since the area of reasoning-and-proving in Hong Kong has not been widely studied, this paper reports the first research cycle of the project: to investigate the potential factors that limited reasoning-and-proving activities in Hong Kong classrooms. In this cycle, seven secondary mathematics teachers were interviewed. The participating teachers’ perceptions of reasoning-and-proving, students and learning cultures in Hong Kong were examined, and the results indicate factors that may contribute to the marginal situation of reasoning-and-proving in Hong Kong school mathematics